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Concept

Alphabet

Résumé

thumb|Lettres de l'alphabet phénicien. Un alphabet (de alpha et bêta, les deux premières lettres de l’alphabet grec) est un système d'écriture constitué d'un ensemble de symboles dont chacun représente, par exemple, un des phonèmes d’une langue. Introduction Chacun des symboles d'un alphabet ou graphèmes, est appelé « lettre ». Dans les cas les plus simples, chaque lettre correspond à un phonème de la langue et inversement. Certaines lettres peuvent recevoir un ou plusieurs diacritiques afin d’étendre le stock de graphèmes si celui-ci est insuffisant pour noter les sons de la langue ou permettre d’éviter les ambiguïtés. De la même manière, un alphabet peut être étendu par l’utilisation de digrammes ou encore de lettres supplémentaires. [[Fichier:22 alphabet.jpg|thumb|alt=De gauche à droite : ʾa, b, g, ḫ, d, h, w, z, ḥ, ṭ, y, k, š, l, m, ḏ, n, ṯ̣, s, ʿ, p, ṣ, q, r, ṯ, ǵ, t, ʾi, ʾu, s̀|Tablette scolaire sur laquelle sont inscrites les lettres de l'alphabet ougaritique. L'une

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https://fr.wikipedia.org/wiki/Alphabet

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alt=|vignette|350x350px|Distribution de l'alphabet latin. L'alphabet latin' est un alphabet bicaméral comportant vingt-six lettres de base, principalement utilisé pour écrire les langues d’Europe de

Une écriture bicamérale est une écriture comprenant des lettres minuscules et des lettres capitales. Plus précisément, elle oppose deux œils de format (ou « casse ») — et parfois de tracé — différent

The Latin alphabet, also known as the Roman alphabet, is the collection of letters originally used by the ancient Romans to write the Latin language. Largely unaltered with the exception of extensio

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We report on a follow-up study of the Co-Writer project at EPFL [1]; we confirm their findings, extend the applicability to another language with a different alphabet (Greek) and go into an in-depth qualitative study of the child-robot relationship. The core idea of "learning by teaching" is that the student learns by undertaking to teach what they are supposed to learn which motivates them into ownership of the process. Although a highly effective method [2], there are serious practical obstacles in scaling learning by teaching to larger numbers or extending it to younger learners and to certain skills such as handwriting. This is where we enlist the assistance of a humanoid robot to help a young learner with her handwriting by assuming the role of the cacographer pupil who asks help from its human friend. The robot pretends writing mistakes similar to the child's own; the child recognizes the errors as such even when she would refuse to acknowledge them in her own writing, and makes an extra effort for better writing as the robot's instructor; the robot improves its writing; the child goes through another round of amelioration; and, hopefully, gets in the habit of better writing. In order to extend the original study for the Greek language and alphabet we first needed to collect data from beginner writers, children of 6-9 years. The nine-month study for collecting and evaluating handwriting samples from primary school students in Cyprus in order to examine and describe cacography for the Greek alphabet used a questionnaire, an evaluation sheet for the letter formation and copies of students' notebooks. It involved four primary schools in Limassol, Cyprus and a total of 68 students and 11 teachers. We were thus able to obtain a consensus on what constitutes poor letter writing in Greek. All writing samples were evaluated by teachers and were classified based on Chandra et al. [3] taxonomy. The qualitative research involved three case studies of children who held two sessions each with the humanoid programmable robot NAO. We video recorded the child-robot interactions and assessed their progress in handwriting. In all three cases, albeit not in the same degree, we saw that (a) the child-robot interaction quickly improved; the increasing number of correct remarks from all children in only two meetings shows the comfort that they gained with lab environment and the robot itself and (b) the correctness of children remarks and their comments about letters shows their ability to distinguish the correct from the wrong letters and to justify their answers. Both conclusions confirm the findings of the Co-Writer project [4].

IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT2020

Chargement

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

Thibault Lucien Christian Asselborn, Wafa Monia Benkaouar Johal, Pierre Dillenbourg

This research occurred in a special context where Kazakhstan's recent decision to switch from Cyrillic to the Latin-based alphabet has resulted in challenges connected to teaching literacy, addressing a rare combination of research hypotheses and technical objectives about language learning. Teachers are not necessarily trained to teach the new alphabet, and this could result in a challenge for children with learning difficulties. Prior research studies in Human-Robot Interaction (HRI) have proposed the use of a robot to teach handwriting to children (Hood et al., 2015; Lemaignan et al., 2016). Drawing on the Kazakhstani case, our study takes an interdisciplinary approach by bringing together smart solutions from robotics, computer vision areas, and educational frameworks, language, and cognitive studies that will benefit diverse groups of stakeholders. In this study, a human-robot interaction application is designed to help primary school children learn both a newly-adopted script and also its handwriting system. The setup involved an experiment with 62 children between the ages of 7-9 years old, across three conditions: a robot and a tablet, a tablet only, and a teacher. Based on the paradigm-learning by teaching-the study showed that children improved their knowledge of the Latin script by interacting with a robot. Findings reported that children gained similar knowledge of a new script in all three conditions without gender effect. In addition, children's likeability ratings and positive mood change scores demonstrate significant benefits favoring the robot over a traditional teacher and tablet only approaches.

FRONTIERS MEDIA SA2020

Chargement

The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

Thibault Lucien Christian Asselborn, Wafa Monia Benkaouar Johal, Pierre Dillenbourg

Do handwriting skills transfer when a child writes in two different scripts, such as the Latin and Cyrillic alphabets? Are our measures of handwriting skills intrinsically bound to one alphabet or will a child who faces handwriting difficulties in one script experience similar difficulties in the other script? To answer these questions, 190 children from grades 1–4 were asked to copy a short text using both the Cyrillic and Latin alphabets on a digital tablet. A recent change of policy in Kazakhstan gave us an opportunity to measure transfer, as the Latin-based Kazakh alphabet has not yet been introduced. Therefore, pupils in grade 1 had a 6-months experience in Cyrillic, and pupils in grades 2, 3, and 4 had 1.5, 2.5, and 3.5 years of experience in Cyrillic, respectively. This unique situation created a quasi-experimental situation that allowed us to measure the influence of the number of years spent practicing Cyrillic on the quality of handwriting in the Latin alphabet. The results showed that some of the differences between the two scripts were constant across all grades. These differences thus reflect the intrinsic differences in the handwriting dynamics between the two alphabets. For instance, several features related to the pen pressure on the tablet are quite different. Other features, however, revealed decreasing differences between the two scripts across grades. While we found that the quality of Cyrillic writing increased from grades 1–4, due to increased practice, we also found that the quality of the Latin writing increased as well, despite the fact that all of the pupils had the same absence of experience in writing in Latin. We can therefore interpret this improvement in Latin script as an indicator of the transfer of fine motor control skills from Cyrillic to Latin. This result is especially surprising given that one could instead hypothesize a negative transfer, i.e., that the finger controls automated for one alphabet would interfere with those required by the other alphabet. One interesting side-effect of these findings is that the algorithms that we developed for the diagnosis of handwriting difficulties among French-speaking children could be relevant for other alphabets, paving the way for the creation of a cross-lingual model for the detection of handwriting difficulties.

2021

Chargement

The transferability of handwriting skills: from the Cyrillic to the Latin alphabet

Thibault Lucien Christian Asselborn, Wafa Monia Benkaouar Johal, Pierre Dillenbourg

2021

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IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT2020